Demystifying depth and complexity

Screen Shot 2016-01-28 at 10.12.04 am Do you want your students to go deeper, or to engage in more complex thought? How do we really get our students to think that little bit harder? Depth and Complexity are terms that teachers often struggle to be clear about. We do have familiarity and knowledge around such taxonomies as Bloom’s and SOLO, but what else is there that can help educators and students achieve such lofty aspirations?

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At the New Zealand Centre for Gifted Education we have built up expertise around ensuring depth and complexity is present in learning for gifted students. Drawing upon the Depth and Complexity Framework developed from the original work of Dr Sandra Kaplan and Bette Gould, we have crafted a set of practices that enrich the practices of our educators, as well as the outcome of learning for our students. Naturally we have found this can also add great value to mainstream classroom content.

“Before I started using these tools, I had a ‘sense’ of what depth of thinking looked like, felt like, sounded like … it was something I knew when I saw, but not something that I could articulate the meaning of, or actually specifically TEACH!” Madelaine Armstrong- Willcocks, NZCGE Lead Teacher

There are five key aspects of the Depth and Complexity Framework with the Depth and Complexity Iconic Prompts being just one tool. These icons were developed by Dr Sandra Kaplan and Bette Gould under the auspices of OERI, Javits Curriculum Project T.W.O., 1996, and in response to the question, “What content or knowledge distinguishes individuals who are expert in a field of study?” They discovered that expert knowledge is both deep and complex and is built up over time. They noted in- depth knowledge extends beyond having a mastery of the specialist language of a Screen Shot 2016-01-28 at 10.12.19 amdiscipline and an array of factual detail to include knowledge of rules, patterns and trends, ethical issues, unanswered questions, and big ideas. Complex knowledge consists of knowledge about relationships and connections e.g. how things have changed over time, what different perspectives are held, as well as how one discipline connects to others.

These findings have been converted in to a set of 11 iconic prompts that can be used with students to help build greater depth and complexity in both knowledge and thinking.

“Learning about and using the Depth and Complexity framework has created a real sense of student agency in my class. In particular, the use of the icons helps learners to think like an ‘expert’ within a topic. The icons allow students to broaden their thinking, creating deeper understanding of a topic that before may have just scraped the surface of one or two ideas.” Hannah Steel, Brooklyn School teacher.

These 11 tools are considered essential elements needed to master a subject. For example, chemists need to understand the language of a chemist, the different perspectives in chemistry, the rules that govern chemistry, the ethical decisions chemists face, etc. Likewise, a chess master would be an expert in the language and rules of chess, the patterns of chess games, and how the game has changed over time. When students think using these tools, they learn to approach subjects as an expert would, and come to understand concepts in a deeper and more complex way.

Historically, when students have attempted to “go deeper”; they have tended to include more and more detail.

“It is all very well to want depth and complexity, but when you empower thestudents to understand those concepts in a practical way for themselves, you are much more likely to achieve them!” Sue Bufton, NZCGE Lead Teacher.

The icons can be used in all curriculum learning areas and across all sectors of education. Educators have found them to be transformative in both their teaching practice and the outcomes of student learning.

“The students use the icons in all areas of their learning. They complement and enhance my teaching and create structure and connectedness in the classroom.” Hannah Steel, Brooklyn School teacher.

So, no more wondering. Using these tools, along with other aspects of the Depth and Complexity Framework, will definitely allow for engagement that goes beyond the surface. It will allow opportunities for every learner to really push and demonstrate their understanding and help them delve deeply into content, make connections, and differentiate for themselves, resulting in learning which is both effective and transformational.Screen Shot 2016-01-28 at 10.12.31 am

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Anna Meuli


Anna is the Consultancy Manager for the New Zealand Centre for Gifted Education (NZCGE), specialising in both curriculum development for gifted learners and professional learning and development for schools and educators. NZCGE offers professional learning and development support in a range of areas including the use of the Depth and Complexity Framework. http://nzcge.co.nz/Consultancy+Services or contact anna.meuli@nzcge.co.nz